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STEAM Unit: Extinction Emergency
F 1 2 3 4 5 6 Primary + Unit Plans STEAM Unit Plans Science Biological Sciences STEAM 5 Pages

STEAM Unit: Extinction Emergency

This STEAM activity pack was designed to accompany our Extinction emergency presentation. It includes instructions for the STEAM activities, as well as worksheets where your students can learn more about an endangered species.

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Learning goals

  • We are learning to understand that the basic needs of plants and animals are air, water, food and shelter.
  • We are learning to observe the features of plants and animals and to understand their differences.
  • We are learning to explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships.
  • We are learning to understand that living things depend on each other and the environment to survive, e.g. shelter for animals.
  • We are learning to understand that living things have structural features and adaptations that help them to survive in their environment.
  • We are learning to understand that living things have structural features and adaptations that help them to survive in their environment.
  • We are learning to understand that the growth and survival of living things are affected by physical conditions of their environment.

Curriculum alignment

AC9S2H01 9 Describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S4H01 9 Examine how people use data to develop scientific explanations AC9S4U01 9 Explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships AC9S4H02 9 Consider how people use scientific explanations to meet a need or solve a problem AC9S3H02 9 Consider how people use scientific explanations to meet a need or solve a problem AC9S5H01 9 Examine why advances in science are often the result of collaboration or build on the work of others AC9S5U01 9 Examine how particular structural features and behaviours of living things enable their survival in specific habitats AC9S3H01 9 Examine how people use data to develop scientific explanations AC9S5H02 9 Investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S6U01 9 Investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions AC9S1H01 9 Describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S6H01 9 Examine why advances in science are often the result of collaboration or build on the work of others AC9SFH01 9 Explore the ways people make and use observations and questions to learn about the natural world AC9S6H02 9 Investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S1U01 9 Identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs ACSHE081 8.4 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions ACSHE100 8.4 Scientific knowledge is used to solve problems and inform personal and community decisions ACSSU043 8.4 Living things have structural features and adaptations that help them to survive in their environment ACSHE083 8.4 Scientific knowledge is used to solve problems and inform personal and community decisions ACSSU094 8.4 The growth and survival of living things are affected by physical conditions of their environment ACSHE098 8.4 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions ACSHE062 8.4 Science knowledge helps people to understand the effect of their actions ACSHE061 8.4 Science involves making predictions and describing patterns and relationships ACSSU073 8.4 Living things depend on each other and the environment to survive ACSSU002 8.4 Living things have basic needs, including food and water ACSHE051 8.4 Science knowledge helps people to understand the effect of their actions ACSHE013 8.4 Science involves observing, asking questions about, and describing changes in, objects and events ACSHE050 8.4 Science involves making predictions and describing patterns and relationships ACSHE035 8.4 People use science in their daily lives, including when caring for their environment and living things ACSHE034 8.4 Science involves observing, asking questions about, and describing changes in, objects and events ACSSU211 8.4 Living things live in different places where their needs are met ACSHE022 8.4 People use science in their daily lives, including when caring for their environment and living things ACSHE021 8.4 Science involves observing, asking questions about, and describing changes in, objects and events
ST1-5LW-T old Identifies how plants and animals are used for food and fibre products ST2-2DP-T old Selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST2-1WS-S old Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations ST2-4LW-S old Compares features and characteristics of living and non-living things ST2-5LW-T old Describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter ST2-10ES-S old Investigates regular changes caused by interactions between the Earth and the Sun, and changes to the Earth’s surface ST3-5LW-T old Explains how food and fibre are produced sustainably in managed environments for health and nutrition ST1-10ES-S old Recognises observable changes occurring in the sky and on the land and identifies Earth’s resources ST3-4LW-S old Examines how the environment affects the growth, survival and adaptation of living things ST3-2DP-T old Plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST1-4LW-S old Describes observable features of living things and their environments ST1-2DP-T old Uses materials, tools and equipment to develop solutions for a need or opportunity ST1-1WS-S old Observes, questions and collects data to communicate and compare ideas STe-7DI-T old Identifies digital systems and explores how instructions are used to control digital devices STe-6ES-S old Identifies how daily and seasonal changes in the environment affect humans and other living things ST3-1WS-S old Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions STe-3LW-ST old Explores the characteristics, needs and uses of living things STe-2DP-T old Develops solutions to an identified need STe-1WS-S old Observes, questions and collects data to communicate ideas
VCSSU042 Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met VCSSU075 The growth and survival of living things are affected by the physical conditions of their environment VCSSU041 People use science in their daily lives VCSSU073 Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives VCSSU056 Science knowledge helps people to understand the effects of their actions VCSSU058 Different living things have different life cycles and depend on each other and the environment to survive VCSSU074 Living things have structural features and adaptations that help them to survive in their environment

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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